Relationship of Sex of Examiner to Incidence of Rorschach Responses with Sexual Content

This article focuses on clinical and research problems associated with response frequency (R) being a variable in the Rorschach. Despite the fact that variations in R directly contribute to 50% of the explainable variance among Rorschach raw scores, there is a dearth of empirical evidence to document what R actually measures. Furthermore, in the practical use of the Rorschach's structural data, R is considered to be a nuisance variable that is controlled and not deemed interpretively significant. Given this information, two research agendas are proposed. The first is to more thoroughly determine whether R measures anything of substantial clinical importance. The second is to evaluate systematically the relative merits of making R a constant rather than a variable through use of an R-controlled method of Rorschach administration. This strategy would resolve many of the psychometric problems related to R. Introducing greater structure and clearer expectations to the task may also sharpen the Rorschach's ability to assess and predict important aspects of personality. However, significant disadvantages would also result from this change in administration. Both sides of the issue are discussed in some detail.     

Going beyond the facts: Young children extend knowledge by integrating episodes

The major question posed in this research was whether 4- and 6-year-olds productively extend their knowledge by integrating information acquired in separate episodes. The vehicle was a read-aloud activity during which children were presented with a novel fact in each of two passages. In Experiment 1, both age groups showed evidence of integration between the passages. For the 6-year-olds, the evidence came in the form of responses to open-ended questions. The 4-year-olds recognized the correct answers but did not generate them in the open-ended question format. The 6-year-olds who generated the correct answers also were likely to recall both of the individual facts presented in the passages. In Experiment 2, we tested whether the 4-year-olds’ integration performance would improve if their memory for the individual facts improved. Extra exposure to the individual facts resulted in higher levels of integration performance in both recall and recognition testing. The roles of memory and other potential sources of age-related differences in integration performance are discussed.     

Multilevel exemplar theory

This paper presents recent research that provides an overarching model of exemplar theory capable of explaining phenomena across the phonetic and syntactic strata. The model represents a unique exemplar-based account of constituency interactions encompassing both linguistic domains. It yields simulation and experimental results in keeping with experimental findings in the literature on syllable duration variability and offers an exemplar-theoretic account of local grammaticality. In addition, it provides some insights into the nature of exemplar cloud formation and demonstrates experimentally the potential gains that can be enjoyed via the use of rich exemplar representations.     

Book reviews

Johnson-Laird, P. N. and Wason, P. C. (Eds). Thinking: Readings in Cognitiwe Science. Cambridge: Cambridge University Press. 1977. Pp. xii+615. ISBN 0 521 21756 3. £17.50. (Also paperback ISBN 0 521 29267 0. £5.95.)

Marks, L. E. The Unity of the Senses. Interrelations among the Modalities. London: Academic Press. 1978. Pp. 289. ISBN 0 12 472960 6. £11.35.

Callaway, E., Tueting, P. and Koslow, S. H. (Eds). Event-Related Brain Potentials in Man. New York: Academic Press. 1978. Pp. ix+630. ISBN 0 12 155150 4. £22.00.

Clifford, B. R. and Bull, R. The Psychology of Person Identification. London: Routledge & Kegan Paul. 1978. Pp. 254. ISBN 0 7100 8867 1. £7.95.

Albert, M. A. and Obler, L. K. The Bilingual Brain. New York: Academic Press. 1978. Pp. 302. ISBN 0 12 048750 0. £12.65.

Welch, R. B. Perceptual Modification: Adapting to Altered Sensory Environments. London: Academic Press. 1978. Pp. 346. ISBN 0 12 741850 4. £15.90.

Wales, R. J. and Walker, E. (Eds). New Approaches to Language Mechanisms. Amsterdam: North-Holland. 1976. Pp. 296. ISBN 0 7204 0523 8. $19.75.

Lomax, E. M. R. Science and Patterns of Child Care. San Francisco: Freeman. 1978. Pp. 247. ISBN 0 7167 0296 7. Hardback £5.50; paperback £3.70.

Armington, J. C., Krauskopf, J. and Wooten, B. R. (Eds). Visual Psychophysics and Physiology New York: Academic Press 1978 Pp 488 ISBN 0 12 062260 0. $29.50.

Williams, M. Brain Damage, Behaviour and the Mind. Chichester: Wiley. 1979. Pp. 187. ISBN 0 471 99704 8. £8.50.     

Subjective Reports and Postural Performance Among Older Adult Passengers on a Sea Voyage

We sought to evaluate changes in subjective experience and postural performance among older adult passengers during the first 2 days of a sea voyage. On a vacation cruise, volunteer passengers gave verbal ratings of subjective bodily stability and awareness of ship motion followed by performance on the tandem Romberg test while facing fore-aft and athwartship. Data were collected when the ship was at the dock and on each of the first 2 full days at sea. Ship motion reduced subjective bodily stability and performance on the Romberg test and increased awareness of ship motion. On the first day at sea, Romberg performance was more strongly impacted by motion of the ship in roll (i.e., when facing fore-aft) than in pitch (i.e., when facing athwartship). Also on the first day at sea, subjective bodily stability was correlated with Romberg performance when facing fore-aft but not when facing athwart. In summary, at the beginning of the voyage older adult passengers on a sea voyage exhibited consistent changes in subjective awareness and postural performance. Subjective reports were correlated with postural performance in ways that appeared to be functional. We suggest that this finding may help to illuminate the role of conscious awareness within ecological analyses of perception and action.     

A picture is worth a thousand lies: Using false photographs to create false childhood memories

Because image-enhancing technology is readily available, people are frequently exposed to doctored images. However, in prior research on how adults can be led to report false childhood memories, subjects have typically been exposed to personalized and detailed narratives describing false events. Instead, we exposed 20 subjects to a false childhood event via a fake photograph and imagery instructions. Over three interviews, subjects thought about a photograph showing them on a hot air balloon ride and tried to recall the event by using guided-imagery exercises. Fifty percent of the subjects created complete or partial false memories. The results bear on ways in which false memories can be created and also have practical implications for those involved in clinical and legal settings.     

Eliciting positive,negative and mixed emotional states: A film library for affective scientists

We describe the creation of a film library designed for researchers interested in positive (amusing), negative (repulsive), mixed (amusing and repulsive) and neutral emotional states. Three hundred 20- to 33-second film clips videotaped by amateurs were selected from video-hosting websites and screened in laboratory studies by 75 female participants on self-reported amusement and repulsion (Experiments 1 and 2). On the basis of pre-defined cut-off values, 51 positive, 39 negative, 59 mixed and 50 neutral film clips were selected. These film clips were then presented to 411 male and female participants in a large online study to identify film clips that reliably induced the target emotions (Experiment 3). Depending on the goal of the study, researchers may choose positive, negative, mixed or neutral emotional film clips on the basis of Experiments 1 and 2 or Experiment 3 ratings.